Evaluation Report Template




BIRTHDATE (AGE):        


DATE OF REPORT:                    



I.              PERTINENT HISTORY 




A.   Hearing Screening 

B.    Oral Language Observations 

C.    Language-Literacy Skills 


Comprehensive Test of Phonological Awareness & Phonics  (CTOPP)






Composite Scores







Phonological Awareness

Blending Words



Memory for Digits





Phonological Memory

Non-Word Repetition



Rapid Digit Naming





Rapid Naming

Rapid Letter Naming




Phonics Skills

Phonics skills were was accessed using the Lexercise Z-Screener, an assessment that describes the accuracy of decoding the rime segment (i.e., the vowel and any following consonants) in one syllable nonsense words that begin with <z>.  Children at 2nd grade and above would be expected to read at least 90% of these simple syllables accurately.  In addition to describing decoding skill these results can be used to suggest the starting point for intervention.

% accurate 

Lexercise Z-Screener


1. Three sound words with the vowel ӑ  and ending with one of these consonant graphemes:  <-b, -c, -f, -l, -m, s, -t> (Lexercise: Level 1) 


2. Three sound words with the vowels ӑ, ŏ or ǐ and ending with one of these consonant graphemes:  <-g, -k, -n, -p>    (Lexercise: Level 2) 


3. Three sound words with the vowels ӑ, ǐ, ŏ,ĕ or ŭ  and ending with one of these consonant graphemes:  <-d , -ck>    (Lexercise: Level 3) 


4. Three and four sound words with the vowels ӑ, ǐ, ŏ,ĕ or ŭ  and ending with one of these consonant graphemes:  <-x , -z>    (Lexercise: Level 4) 


5. Three sound words with the vowels ӑ, ǐ, ŏ,ĕ or ŭ  and ending with one of these consonant graphemes:  <-ff, -ll, -ss, -zz >   (Lexercise: Level 7) 


6. Three and four sound words with the vowels ӑ, ǐ, ŏ,ĕ or ŭ  and ending with one of these consonant graphemes:  <-ng> &  <-n k>   (Lexercise: Level 8) 


7. Three sound words with the vowels ӑ, ǐ, ŏ,ĕ or ŭ  and ending with one of these consonant graphemes:  <-th , -sh, -tch>          (Lexercise: Level 9) 


8. Four sound words with the vowels ӑ, ǐ, ŏ,ĕ or ŭ and ending with one of these consonant blends:  <-st, -ct, -nd, -sk, -bs, -lk, -ct, -nch, -sp, -mp, -ps, -nt > (Lexercise: Level 12) 


9. Four and five sound words with the vowels ӑ, ǐ, ŏ,ĕ or ŭ  and ending with one or more consonants and one of these suffixes:  <-s , -es, -ed,  -ing,   -er>   (Lexercise: Level 13) 


Spoken Language Skills: Vocabulary and Listening Comprehension 


Listening vocabulary: 

Spoken vocabulary:

Listening Comprehension:


Reading Skills:

The Test of Word Reading Efficiency (TOWRE):


          The San Diego Quick Assessment of Reading Ability:


Writing Skills:

Written Language: Spelling; Conventions and Construction

To assess written language, a spontaneous writing sample was elicited using a standardized, picture-prompt procedure from the Test of Written Language-3 (TOWL-3), Form A.  


Total number of sentences:

Contextual Conventions

Total words: 

Contextual Language

Total words spelled correctly: 

Story Construction

Average sentence length: 






Effective treatment programs target the phonological processing and memory skills necessary for upper level reading and spelling, as well as the word and sentence processing skills needed for meaning comprehension and expression. Such a treatment program should be designed to improve:

  •  speech sound awareness and processing
  •   the accuracy of word reading (decoding) and spelling;
  •  fluency (accuracy and speed) of word and text reading;
  •  a habit of daily reading, moving toward independent reading;
  •  vocabulary knowledge;
  •  listening comprehension;
  •  the quality and independence of written expression.


Children with language disorders benefit most from treatment approaches in which all essential language units are introduced in a logical sequence, pointed out explicitly and practiced cumulatively using individualized, motivating daily practice. Effective neurolinguistic treatments tend to have these components:


·      intensive (daily for >45 min.)

·      administered individually or in a very small group

·      systematic in progression

·      adapted to the student’s learning speed and error patterns (accuracy = 75%-90%). 

·      motivational

·      immediate, specific error correction


Research supports individualized treatment using a multisensory, structured language approach. (Structured language approaches are sometimes referred to as the Orton-Gillingham approach. See: http://www.interdys.org/ewebeditpro5/upload/Multisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08.pdf ) 



·      Reading and Writing Instruction: Since reading is the foundation for all scholastic success (see R.E. v. Jersey City Board of Ed., OAL Dlet No. EDS 7018-97, October, 1997) it is essential that reading difficulties be addressed as soon as possible. Language-literacy treatment that addresses these neurolinguistic deficits is essential to academic progress. School professionals should be aware that children with reading disorders have higher rates of stress, depression and suicide, so careful attention to social-emotional health is especially important.


·      Exceptional Children’s Services and Access to the Curriculum:  

The School Assessment Team may want to consider an Individual Education Plan (IEP) under the Exceptional Children’s (EC) Program and/or for a 504 Plan.


The law requires that public schools provide the curriculum in such a way that it is accessible to students with disabilities.  Section 504 of the Americans With Disabilities/Rehabilitation Act requires public schools accommodate any person with a documented disability.  Today’s results document a disability and point out barriers to accessing grade level printed material. Therefore, modifications that permit access are necessary. The school assessment team should consider the following accommodations:

·      print-to-speech and/or speech-to-print assistive technologies

·      extended time for assignments and tests


Universal Design Learning (UDL) can make instructional materials accessible to students with print disabilities. See Accessible Textbooks: A Guide for Parents of Children with Learning Disabilities by the Center for Applied Special Technology and LD OnLine (2007): http://www.readingrockets.org/article/16308    Any school plan should list the specific elements of UDL that will be used to provide access to the curriculum.   



·      Vocabulary is central to comprehension. Weak vocabulary skills are a barrier to  \academic achievement, as well as for general well-being (e.g., health and safety information) and vocational plans. Since after 4th grade most vocabulary growth comes from reading text and encountering words that the student may never have heard pronounced, it is crucial that students have the sills to pronounce words from print. Use of text-to-speech technologies can support this process. (See below.) Use of an on-line dictionary (www.dictionary.com ) with audio files may also be helpful.  


·      Reading aloud can be a powerful way to foster vocabulary growth and establish a reading habit. A daily family read-aloud time (~30 min. a day) can work even with older children, and it can significantly "stretch” vocabulary skills and listening level.  Of course, it is important to select material that is interesting for all family members. For good read-aloud selections for different ages and other "tips" see The Read Aloud Handbook by Jim Trelease: http://www.trelease-on-reading.com/  


·      Daily, distributed practice speeds any skill-building program. One way to provide intensive, daily practice is with a computer-assisted application available through clinicians who use an Orton-Gillingham approach, Lexercise: http://www.lexercise.com Lexercise supports therapy with intensive, on-line daily practice and a customized curriculum for word study and spelling.


·      Assistive technology can be useful for improving both attention and processing. For information about various assistive technologies see:  http://blog.lexercise.com/?tag=assistive-technology    The following technologies may be especially helpful:

  •  An assistive listening device for lectures can boost the signal-to-noise ratio and improve attention and understanding. An audiologist should be consulted in selecting an assistive listening device
  •  Text-to-speech technologies that read text aloud can improve attention and language processing. (Read-aloud media in a Digital Accessible Information System” (DAISY), such as Learning Ally.org
  •  Sentence correction software with a contextual spell checker (Ginger Software (http://www.gingersoftware.com/store/consumers ) is good tool to use in conjunction with word processing. One version captures and categorizes errors so provide curricular guidance.    
  •  Organizational software can help with the written language process.




Re-evaluate at least annually with a standardized, norm-referenced test. Consider tests such as the Test of Word Reading Efficiency (TOWRE) and the Test of Written Language (TOWL) with alternate forms that control for a practice effect.  



·      Limit visual media:  Television provides impoverished language models and should be limited to less than 1 hour a day. 


·      Emotional /mental health problems (e.g., stress, anxiety and depression) are common among people with reading disorders and can exacerbate learning and memory problems: http://web.sfn.org/index.cfm?pagename=brainBriefings_stressAndTheBrain&print=on   

Cognitive behavior therapy (CBT) can be helpful for the stress, anxiety and/or depression that can accompany learning disabilities. Consider a referral to a mental health professional experienced with CBT if these issues are a concern.





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